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Think about how you want to cite and be cited by others. Think about how you talk about citations with library workers, subject instructors, and students. What do you recommend others try, and what would you like help revising?

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Have you received especially constructive or destructive feedback on a References page? What meaningful activities and conversations have you had on citations?

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Hi Brittni!I will be teaching architecture students to use Turabian citation formatting but I really want to emphasize conversation. I want to show that doing research means you are engaging with other folks who have or are having conversations about the same subjects. I want to emphasize the points you make in your article. It is important to me that the students see themselves represented in the scholarship. I would love to continue the conversation. -Cindy

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Hi Brittni!I will be teaching architecture students to use Turabian citation formatting but I really want to emphasize conversation. I want to show that doing research means you are engaging with other folks who have or are having conversations about the same subjects. I want to emphasize the points you make in your article. It is important to me that the students see themselves represented in the scholarship. I would love to continue the conversation. -Cindy

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I do think there is something about trying to do a comprehensive literature review that is really enlightening. When I started researching Mexican music, I built this really large bibliography to try to get my arms around the subject. In terms of inclusive practices, the bibliography demonstrated how much information there was (at the time) in Spanish and how little in English and how infrequently U.S. English-language authors acknowledged or seriously engaged with Spanish-language sources. So when you do something like that, you realize that there can be multiple narratives going on about the same thing that are not intersecting. It can be a huge problem. I don't know how to get students earlier in the research/ education process to see this clearly, but I know it's an ideal I hold.

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I want students to understand: - the why behind citation - that even though little things like punctuation seem arbitrary, they make the style "work" for its users - that reasonable people can cite things different ways - that faculty have their own opinions

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I want students to understand: - the why behind citation - that even though little things like punctuation seem arbitrary, they make the style "work" for its users - that reasonable people can cite things different ways - that faculty have their own opinions

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I especially thought this sentence "It is important to me that the students see themselves represented in the scholarship" was thought-provoking. I've always taught that the scholarly citation is a conversation among experts. Although that's true, I've never thought about making the students feel what that conversation was like. Maybe there could be an exercise where we ask the students to cite each other and justify those choices? Or maybe that is not right either because I can see how that could turn ugly.

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I want faculty to understand - though it's important for students to create basically legible citations, keep your focus on the overall why - a visit from a librarian (writing center  person, etc.) is not a magic bullet for citation - difficulties with citation/academic integrity may have many multiple reasons and practice is required for mastery - librarians (etc.) can teach citation style but not necessarily THEIR idiosyncratic version of the citation style

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I want faculty to understand - though it's important for students to create basically legible citations, keep your focus on the overall why - a visit from a librarian (writing center  person, etc.) is not a magic bullet for citation - difficulties with citation/academic integrity may have many multiple reasons and practice is required for mastery - librarians (etc.) can teach citation style but not necessarily THEIR idiosyncratic version of the citation style

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So I think the roadblocks to change are mainly political ones. If you are new to a field, for example, it is ideal if you cite generously, but it is crucial that you cite the people who matter in your field and can influence your future. Plus there is overwhelming pressure to publish interesting material quickly in order to climb the T&P ladder. As in a lot of areas, there is just a lot more incentive to do the accepted thing rather than the inclusive thing because the inclusive thing takes more work and time.

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I try to remember to emphasize WHO, WHERE, WHEN, WHAT (LARGER) WORK is a common thread - I generally avoid/defer writing complete citations for users (or at least not immediately) and tend to offer the library citation guides first (making my process transparent -- I need to look at them too!) -- exceptions to this tend to be odd databases in my subject area that bring up not one but many issues. I resist proofreading a long list of citations but would look at 1 or 2 citations that are giving a user trouble

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I try to remember to emphasize WHO, WHERE, WHEN, WHAT (LARGER) WORK is a common thread - I generally avoid/defer writing complete citations for users (or at least not immediately) and tend to offer the library citation guides first (making my process transparent -- I need to look at them too!) -- exceptions to this tend to be odd databases in my subject area that bring up not one but many issues. I resist proofreading a long list of citations but would look at 1 or 2 citations that are giving a user trouble

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I am interested in citation / academic integrity lesson "menus" -- what are some ways to make it interactive? -- different levels -- different modes -- different lesson lengths

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I am interested in citation / academic integrity lesson "menus" -- what are some ways to make it interactive? -- different levels -- different modes -- different lesson lengths